ANALISIS CARVAJAL

The purpose of this study was to collaborate with teachers to develop a peer observation protocol that would lead to meaningful professional development that promotes teacher growth and collaboration. In fulfilling this purpose, the researcher collaborated with a team of middle school teachers to develop a peer observation protocol and examined their perceptions of the observations promoting professional development and collaboration. The research questions were intended to generate understanding of the important factors to consider in peer observation in order to provide effective

professional development which will enable teachers to improve their instruction and collaboration.

The following research questions guided this study:

1. What factors do middle school teachers identify as important when completing peer observations?

2. To what extent is the peer observation method perceived by teachers as meaningful professional development that promotes teacher growth?

The use of action research methods allowed teachers to work collaboratively to develop a professional development tool that enhanced their instruction and

collaboration. Specifically, Riel’s action research model was used as a framework for the study. The resulting research design consisted of a) planning by developing an

evidence by completing peer observations, and c) reflecting on the protocol and the factors identified as important in peer observation and making changes as necessary. Within this action research framework, qualitative interviews and focus groups were used to examine the experiences and perspectives of the teachers in ways that would enable the research questions to be addressed. These stages of data collection corresponded with the planning and reflection phases of the action research design, with the “action” phase consisting of the trial observations conducted by the teachers.

The data from the interviews and focus groups was analyzed using a process of thematic analysis facilitated by the NVivo qualitative research software. The top level themes and first level sub-themes were identified deductively (top down) from the main categories of information and corresponding questions covered in the interviews and focus groups. Emerging sub-themes relevant to these key questions were identified in an inductive (bottom up) process from the research data (interview and focus group

transcripts). An iterative process of several stages of coding was used until the final distribution of defined sub-themes was thought to most accurately reflect the reported perceptions and experiences of the research participants, as shown in Table 1.

The chapter presents a mainly descriptive account of the findings relating to each main theme, with these being interpreted and discussed further in Chapter 5. The

findings are organized within the chapter in sections corresponding with the three main stages of this action research study and discussed by the main themes and sub-themes shown in Table 4.1. In some sections, an indication is given of whether a majority or minority of participants expressed particular views or cited certain factors. It was not

collection and analysis process did not allow for individuals to be easily identified from the focus group transcripts. Citing specific numbers is in any case not recommended in qualitative thematic analysis, since identified themes can often be meaningful and relevant even if based on the responses of just a small number of participants (Pyett, 2003).

Table 4.1 Themes and sub-themes

Category Main Theme Sub-Theme Views on and experiences of peer observation General views on what constitutes optimal professional development

Providing practical learning for immediate use Based on best practices

Tailored to own needs Timely Prior experiences of being evaluated through peer observation Helpful experiences Unhelpful experiences Other prior experiences of observation Expected benefits and perceived purpose of peer observation

Learning and gaining ideas from other teachers

Mutual benefits for observed and observer teachers

Increased awareness of standards and expectation

Increased dialogue and community among teachers

Professional skills development Concerns about

peer observation

Being perceived as an evaluation Being ineffective

Exacerbating time pressures Protocol and Process Development (planning stage) Developing the peer observation process Appropriate scheduling

Observing a pre-agreed focus area Selection of teachers for observation Developing the

peer observation protocol

Content - Information not required Content - Information required Other suggested content

Format - Benefits of open question format Format - Structure and checklists

Format - Type of document Developing

follow up processes

Follow up conversation to discuss observations

Follow-up tailored to situation Importance of positive feedback Ongoing mentoring

Implementation - Expected support needed

Allocation of time or coverage

Support from other teachers or administrators Implementation - How to persuade teachers of benefits Implementation - Whether peer observation is expected to be supported school-wide

School wide support expected School wide support not expected

Post observation feedback Main challenges experienced Time pressures

(reflection stage)

Most valuable aspects

Useful discussions with colleagues Completing the protocol

Notes made during observation

Providing feedback to teacher observed Perceived

benefits

Learning about teaching strategies and methods

Views on and Experiences of Peer Observation

The findings discussed in this section draw primarily on the individual interviews conducted at the outset of the study and relate to the participants’ general views on and prior experiences of peer observation as a professional development method. The research participants were asked a range of questions intended to explore their views on the ideal characteristics of professional development for teachers, and on their prior experiences of and views on peer observation. This was intended to help provide insights into what they might be looking for from a peer observation initiative, and how their previous experiences might have influenced their views on the use of peer observation for this purpose.

Views on Optimal Forms of Professional Development

When asked how they would characterize an optimal form of professional development for teachers, the teachers’ responses fell into four key themes: providing immediate learning for practical use, tailored to their own development needs, based on best practices, and timely (Table 1). There was a general consensus that professional development activities should have a practical focus with immediate learning outcomes, a finding that seems to be in line with theories of adult learning (e.g. Lindeman, 1926)

relevant to their daily lives. For example, one teacher stated, “The best professional development includes practical take-aways and strategies that can be easily modified for any content area”, and another explained, “Optimal professional development to me is something I can take back with me and use in my classroom in the next few days. I like step by step ideas and lessons with examples”. Also illustrating the need for learning relevant to them, nearly all of the teachers also stressed that optimal professional

development activities should be concise and tailored to their personal needs as teachers, e.g. “Specific to my needs for growth as an educator. Currently it would include

technology as a focus”.

Other points that were cited by one or more teachers were that professional development should be based on best practices and should be planned in ways sensitive to the time pressures faced by most teachers. As one explained, they should include “Honest discussions about successful and not so successful instructional techniques in the classroom” as well as “Time to actually then plan using effective methods or top rated programs”. Another teacher highlighted the importance of professional development activities that are timely, in view of the pressures facing teachers but also their need for ongoing development: “It needs to provide time to implement the new strategies and concepts, but not so infrequent that teachers aren't continuing to grow or challenge themselves.”

Previous Experiences of Peer Observation

When asked about their previous experiences of being observed in the classroom, most of the participants indicated that they had experienced peer observation in the past,

and not for professional development reasons. There were mixed views on the value of observation for evaluation purposes, though the majority of teachers who had

experienced this expressed negative perceptions of it, indicating that they learned very little from the exercise or that they found it uncomfortable being observed in this way. One teacher stated, “The only time I've been evaluated was during the ADEPT process, and I don't think I gained much from it other than relief that I passed.” Another teacher reported, “In most cases it was a very quick check-list style observation that lacked critical feedback.” Only a few indicated that they had found observation evaluations helpful, and the following quote indicates that this exercise was perceived to be valuable when it involved receiving constructive feedback from the observer rather than just an evaluative score.

The most help I received was from having one on one meetings with a mentor about what she observed. I think having one person continually coming to observe me and having that same person take the time to sit down and actually really discuss what she saw and give me ideas and options on how to improve was more beneficial than going to randomly observe teachers within the school.

Some participants also had previous experiences of peer observation not just for evaluation purposes but as a formal or informal professional development initiative. One explained, for example “We used to have to observe 2 teachers per semester and give forms to admin. I have also observed teachers just because they wanted/needed help with a topic, classroom management, etc.” and another described their previous experiences of peer observation as “very informal; just a pop in and watch to be able to respond to a set of prompts”. Another explained, however, that they had been required to conduct regular

peer observations as a developmental activity when they first began teaching, and found these experiences helpful and enjoyable: “My first few years as a teacher we were required to go observe teachers a couple of times a semester. You would do a simple write up and leave it in the teacher’s box …. I always enjoy going and seeing what others are doing in their classroom.”.

Perceived Benefits of and Concerns about Peer Observation

Based on their prior experiences and knowledge of peer observation, the

participants were asked for their views on the potential benefits and the purpose of peer observation. By far the most commonly cited type of response related to learning from and gaining new ideas for use in their own classrooms from other teachers. One explained, described, and expanded on these perceived benefits in the following way: “Ideas on how to improve myself as a teacher and learner. Hopefully with these ideas I can make my classroom instruction better and my classroom environment more engaging to prompt increased performance and understanding among my students”, and similarly another identified the main benefit as being “To take what others are doing in their classroom (the good) and incorporate it into my classroom.”. One of the teachers explained that “Teachers benefit from watching other teacher's strengths and strategies. They can be inspired to try new things and evaluate the way their classroom runs.” Several stressed the importance of this being a mutually beneficial process for both teachers involved in the observation, for example: “Learning from other teachers, whether that is the observer learning something or the teacher getting observed learns something after their post observation discussion.”

Similarly, peer observation is seen as an important tool for self-evaluation and self-growth as a teacher. One teacher explained, “Hopefully with these ideas I can make my classroom instruction better and my classroom environment more engaging to prompt increased performance and understanding among my students.” Another teacher stated, “No one is perfect and education is constantly changing so we have to as well. It is nice to have peers and administrators help us along the way.” Some pointed out that, when new to an area as a result of reassignment or initial placement, it can be valuable to observe a teacher experienced in a certain content area or grade level. The teacher discussed the importance of observing veteran teacher to “become aware of grade level standards and expectations, management ideas, it is inspiring to see the hard work and great ideas of coworkers.”

When asked about any concerns they had regarding peer observation, many expressed the view that it might be seen primarily as an evaluation, which would make teachers uncomfortable. Again the idea was conveyed by several of the participants that peer observations should be mutually beneficial, with opportunities for follow up

discussions between the teachers, but that the main benefits are often experienced by the observer rather than the observed teacher and it should be designed to facilitate this rather than as an evaluation tool. As one teacher stated, “I worry that people will feel like they are being evaluated. I think it should be more about the observer trying to learn

something for themselves than the observed feeling evaluated.” Others had the concern that peer observation may be ineffective in achieving its goals; for example, if the teachers do not learn anything from one another or are unable to give helpful feedback, “Sometimes the peer that is doing the observing won't have much to say and the teacher

won't really get anything out of it either.” The concern about peer observation as an evaluative tool was also expressed by another teacher who said, “If I suck at classroom management and the person that comes to observe me isn’t much better, what is that really going to do for me?”

One of the participants was more skeptical about the value of formal peer observation initiatives in general, and suggested that informal conversations between teachers can be more helpful in practice, particularly given the time constraints usually placed on formal observations: “A lot of times just meeting and having a conversation about what happens in the classroom is best […] An observation is just a short period of time and you can't really gather too much during that time.”

In summary, the findings of the study relating to the existing perceptions and views of the teachers regarding peer observation and professional development indicated that most of these teachers had experienced some form of peer observation in the past, either as a developmental or evaluative tool. Most did not feel that peer observation should be used for evaluative purposes and expressed a concern that it could be perceived this way. Instead, the participants acknowledged that it has a number of potential benefits as a professional development activity, mainly for the observer rather than the observed teacher. This appears to be because the main perceived benefit of peer observation is the ability to learn new ideas and methods that can be applied in the observer’s own

classroom. However, some also stressed that peer observation can be mutually beneficial, with the observer also providing informal and constructive feedback, but not formal evaluation scores, to the observed teacher.

Development of Peer Observation Protocol and Process

The findings presented in this section are based on the three group discussions in which the peer observation protocol and recommended process for completion of this were developed, with trial observations taking place in between the three meetings so that the participants could reflect on their experiences of these and feed their views into the evolving protocol and observation process criteria.

The group discussions generated many valuable findings which informed the development of the recommended peer observation protocol and process. These are summarized in this sub-section by key themes aligned with the interview/focus group questions which correspond to the main stages to be addressed when developing a peer observation initiative: the advance planning process, the content and format of the protocol (form for completion), the actual classroom observation procedures, the follow up and feedback mechanisms, and considerations relating to the overall implementation of the initiative (see Table 1). The findings relating to each of these main themes as discussed below correspond with the sub-themes that emerged from the research data in relation to these main themes and are also shown in Table 1.

Advance Planning Process

Three main issues were identified as being of importance in the advance planning process: the selection of teachers for observation, the scheduling of observations, and whether to identify a focus area in advance for observation.

The proposed initiative for consideration by the participants involved observation of two teachers in each case: one selected by the school administration, and the other chosen voluntarily by the observing teacher. Overall, the participants agreed that this

approach was sensible, expressing the view that although it was most helpful to choose a teacher who they believed they could learn something useful from; the risk, however, was that those teachers who were perceived to be most effective would be frequently chosen for observations while less experienced teachers would not be visited and would therefore miss out on the experience. One teacher stated, “I’d want to see somebody that I know that I could take something away from.”

There was some discussion about whether it was more helpful to observe a teacher from one’s own content area or grade level or a faculty member with different experiences. No overall consensus on this was reached, but it was recognized that practical considerations such as having convenient planning time available for observations and follow-up

discussions would also have to be taken into account. An eighth grade science teacher explained:

I think it would be good if like AP science, if half of us paired up with seventh grade science and then half of us paired up with sixth grade science. Because when I’m planning, they’re teaching, and when they’re planning, I’m teaching. We can swap it that way. If we start with the same content at least we have a general idea of what’s supposed to be happening.

The participants also discussed the relative merits of scheduling observations in advance or arriving unexpectedly. Some suggested having a shared schedule to facilitate planning of observations. The main conclusion was that it would be better to schedule in advance to ensure they visited at a time when they would be likely to learn something useful from the activity being taught, or alternatively when an agreed “focus area,” which

Whether to require an identified area of focus in advance was also discussed.